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1	Material Type: Article	The development of student feedback literacy: enabling uptake of feedback Assessment and evaluation in higher education, 2018-11, Vol.43 (8), p.1315-1325 [Peer Reviewed Journal] 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2018 ;ISSN: 0260-2938 ;EISSN: 1469-297X ;DOI: 10.1080/02602938.2018.1463354 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
2	Material Type: Article	COVID-19 and digital disruption in UK universities: afflictions and affordances of emergency online migration Higher education, 2021-03, Vol.81 (3), p.623-641 [Peer Reviewed Journal] The Author(s) 2020 ;The Author(s) 2020. ;COPYRIGHT 2021 Springer ;The Author(s) 2020. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 0018-1560 ;EISSN: 1573-174X ;DOI: 10.1007/s10734-020-00561-y ;PMID: 32836334 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
3	Material Type: Article	Adult Learning Theories in Context: A Quick Guide for Healthcare Professional Educators Journal of Medical Education and Curricular Development, 2019-01, Vol.6, p.2382120519840332-2382120519840332 [Peer Reviewed Journal] The Author(s) 2019 ;The Author(s) 2019. This work is licensed under the Creative Commons Attribution – Non-Commercial License http://www.creativecommons.org/licenses/by-nc/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;The Author(s) 2019 2019 SAGE Publications Ltd unless otherwise noted. Manuscript content on this site is licensed under Creative Commons Licenses ;ISSN: 2382-1205 ;EISSN: 2382-1205 ;DOI: 10.1177/2382120519840332 ;PMID: 31008257 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
4	Material Type: Article	Mapping learning and game mechanics for serious games analysis British journal of educational technology, 2015-03, Vol.46 (2), p.391-411 [Peer Reviewed Journal] 2014 British Educational Research Association ;ISSN: 0007-1013 ;EISSN: 1467-8535 ;DOI: 10.1111/bjet.12113 ;CODEN: BJETAH Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
5	Material Type: Article	Epistemologies in practice: Making scientific practices meaningful for students Journal of research in science teaching, 2016-09, Vol.53 (7), p.1082-1112 [Peer Reviewed Journal] 2015 Wiley Periodicals, Inc. ;2016 Wiley Periodicals, Inc. ;ISSN: 0022-4308 ;EISSN: 1098-2736 ;DOI: 10.1002/tea.21257 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
6	Material Type: Article	What makes for effective feedback: staff and student perspectives Assessment and evaluation in higher education, 2019-01, Vol.44 (1), p.25-36 [Peer Reviewed Journal] 2018 The Author(s), Published by Informa UK Limited, trading as Taylor & Francis Group. 2018 ;ISSN: 0260-2938 ;EISSN: 1469-297X ;DOI: 10.1080/02602938.2018.1467877 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
7	Material Type: Article	Teacher emotions in the classroom and their implications for students Educational psychologist, 2021-10, Vol.56 (4), p.250-264 [Peer Reviewed Journal] 2021 The Author(s). Published with license by Taylor & Francis Group, LLC. 2021 ;ISSN: 0046-1520 ;EISSN: 1532-6985 ;DOI: 10.1080/00461520.2021.1985501 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
8	Material Type: Article	Examining Science Education in ChatGPT: An Exploratory Study of Generative Artificial Intelligence Journal of science education and technology, 2023-06, Vol.32 (3), p.444-452 [Peer Reviewed Journal] The Author(s) 2023 ;ISSN: 1059-0145 ;EISSN: 1573-1839 ;DOI: 10.1007/s10956-023-10039-y Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
9	Material Type: Article	Understanding the relationship between teachers' pedagogical beliefs and technology use in education: a systematic review of qualitative evidence Educational technology research and development, 2017-06, Vol.65 (3), p.555-577 [Peer Reviewed Journal] 2017 Association for Educational Communications and Technology ;Association for Educational Communications and Technology 2016 ;COPYRIGHT 2017 Springer ;Educational Technology Research and Development is a copyright of Springer, 2017. ;ISSN: 1042-1629 ;EISSN: 1556-6501 ;DOI: 10.1007/s11423-016-9481-2 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
10	Material Type: Article	Investigating pre-service science teachers' metaknowledge about the modelling process and its relation to metaknowledge about models International journal of science education, 2024-05, Vol.46 (7), p.691-714 [Peer Reviewed Journal] 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2023 ;ISSN: 0950-0693 ;EISSN: 1464-5289 ;DOI: 10.1080/09500693.2023.2253368 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
11	Material Type: Article	What’s in a Name: Exposing Gender Bias in Student Ratings of Teaching Innovative higher education, 2015-08, Vol.40 (4), p.291-303 [Peer Reviewed Journal] Springer Science+Business Media New York 2014 ;Springer Science+Business Media New York 2015 ;ISSN: 0742-5627 ;EISSN: 1573-1758 ;DOI: 10.1007/s10755-014-9313-4 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
12	Material Type: Article	Improving teacher professional development for online and blended learning a systematic meta-aggregative review Educational technology research and development, 2019-10, Vol.67 (5), p.1145-1174 [Peer Reviewed Journal] 2019 Association for Educational Communications & Technology ;Association for Educational Communications and Technology 2019 ;COPYRIGHT 2019 Springer ;Educational Technology Research and Development is a copyright of Springer, (2019). All Rights Reserved. ;ISSN: 1042-1629 ;EISSN: 1556-6501 ;DOI: 10.1007/s11423-019-09645-8 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
13	Material Type: Article	Supporting teachers' task design processes. Exploring an exemplary case of the use of the activity checklist Mind, culture and activity, 2020-10, Vol.27 (4), p.348-359 [Peer Reviewed Journal] 2020 The Author(s). Published with license by Taylor & Francis Group, LLC. 2020 ;ISSN: 1074-9039 ;ISSN: 1532-7884 ;EISSN: 1532-7884 ;DOI: 10.1080/10749039.2020.1830113 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
14	Material Type: Article	All the same or different? Revisiting measures of teachers' technology acceptance Computers and education, 2020 [Peer Reviewed Journal] info:eu-repo/semantics/openAccess ;ISSN: 0360-1315 ;EISSN: 1873-782X ;DOI: 10.1016/j.compedu.2019.103656 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
15	Material Type: Article	Culturally Relevant Pedagogy 2.0: a.k.a. the Remix Harvard educational review, 2014-04, Vol.84 (1), p.74-84 [Peer Reviewed Journal] Copyright Harvard Educational Review Spring 2014 ;ISSN: 0017-8055 ;EISSN: 1943-5045 ;DOI: 10.17763/haer.84.1.p2rj131485484751 ;CODEN: HVERAP Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
16	Material Type: Article	Humanizing Co-design through attention to educators' affective and relational experiences The Journal of the learning sciences, 2024-01, Vol.33 (1), p.41-79 [Peer Reviewed Journal] 2024 The Author(s). Published with license by Taylor & Francis Group, LLC. 2024 ;ISSN: 1050-8406 ;EISSN: 1532-7809 ;DOI: 10.1080/10508406.2024.2318557 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
17	Material Type: Article	Touchless classes and absent bodies: teaching physical education in times of Covid-19 Sport, education and society, 2021-10, Vol.26 (8), p.831-845 [Peer Reviewed Journal] 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2020 ;ISSN: 1357-3322 ;ISSN: 1470-1243 ;EISSN: 1470-1243 ;DOI: 10.1080/13573322.2020.1791814 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
18	Material Type: Article	Teacher efficacy predicts teachers' attitudes towards inclusion - a longitudinal cross-lagged analysis International journal of inclusive education, 2022-07, Vol.26 (9), p.958-972 [Peer Reviewed Journal] 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2020 ;ISSN: 1360-3116 ;EISSN: 1464-5173 ;DOI: 10.1080/13603116.2020.1752826 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
19	Material Type: Article	Teacher job satisfaction: the importance of school working conditions and teacher characteristics Educational review (Birmingham), 2021, Vol.73 (1), p.71-97 [Peer Reviewed Journal] 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2020 ;ISSN: 0013-1911 ;EISSN: 1465-3397 ;DOI: 10.1080/00131911.2019.1705247 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
20	Material Type: Article	A systematic review of English medium instruction in higher education Language teaching, 2018-01, Vol.51 (1), p.36-76 [Peer Reviewed Journal] Copyright © Cambridge University Press 2017 ;ISSN: 0261-4448 ;ISSN: 1475-3049 ;EISSN: 1475-3049 ;DOI: 10.1017/S0261444817000350 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by

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Results 1 - 20 of 34,622 for All Library Resources

2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2018 ;ISSN: 0260-2938 ;EISSN: 1469-297X ;DOI: 10.1080/02602938.2018.1463354

2014 British Educational Research Association ;ISSN: 0007-1013 ;EISSN: 1467-8535 ;DOI: 10.1111/bjet.12113 ;CODEN: BJETAH

2015 Wiley Periodicals, Inc. ;2016 Wiley Periodicals, Inc. ;ISSN: 0022-4308 ;EISSN: 1098-2736 ;DOI: 10.1002/tea.21257

2018 The Author(s), Published by Informa UK Limited, trading as Taylor & Francis Group. 2018 ;ISSN: 0260-2938 ;EISSN: 1469-297X ;DOI: 10.1080/02602938.2018.1467877

2021 The Author(s). Published with license by Taylor & Francis Group, LLC. 2021 ;ISSN: 0046-1520 ;EISSN: 1532-6985 ;DOI: 10.1080/00461520.2021.1985501

The Author(s) 2023 ;ISSN: 1059-0145 ;EISSN: 1573-1839 ;DOI: 10.1007/s10956-023-10039-y

2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2023 ;ISSN: 0950-0693 ;EISSN: 1464-5289 ;DOI: 10.1080/09500693.2023.2253368

Springer Science+Business Media New York 2014 ;Springer Science+Business Media New York 2015 ;ISSN: 0742-5627 ;EISSN: 1573-1758 ;DOI: 10.1007/s10755-014-9313-4

2020 The Author(s). Published with license by Taylor & Francis Group, LLC. 2020 ;ISSN: 1074-9039 ;ISSN: 1532-7884 ;EISSN: 1532-7884 ;DOI: 10.1080/10749039.2020.1830113

info:eu-repo/semantics/openAccess ;ISSN: 0360-1315 ;EISSN: 1873-782X ;DOI: 10.1016/j.compedu.2019.103656

Copyright Harvard Educational Review Spring 2014 ;ISSN: 0017-8055 ;EISSN: 1943-5045 ;DOI: 10.17763/haer.84.1.p2rj131485484751 ;CODEN: HVERAP

2024 The Author(s). Published with license by Taylor & Francis Group, LLC. 2024 ;ISSN: 1050-8406 ;EISSN: 1532-7809 ;DOI: 10.1080/10508406.2024.2318557

2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2020 ;ISSN: 1357-3322 ;ISSN: 1470-1243 ;EISSN: 1470-1243 ;DOI: 10.1080/13573322.2020.1791814

2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2020 ;ISSN: 1360-3116 ;EISSN: 1464-5173 ;DOI: 10.1080/13603116.2020.1752826

2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2020 ;ISSN: 0013-1911 ;EISSN: 1465-3397 ;DOI: 10.1080/00131911.2019.1705247

Copyright © Cambridge University Press 2017 ;ISSN: 0261-4448 ;ISSN: 1475-3049 ;EISSN: 1475-3049 ;DOI: 10.1017/S0261444817000350

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